Claims

Collaborative Marketing Plan Project grades correlated strongly and positively with flipped total assessment grades

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? The correlation between Flipped Total Assessment Grade and Collaborative Marketing Plan Project Grade was .964 and statistically significant. → Motameni 2018

Evidence

Motameni 2018

Motameni, R. (2018). The Combined Impact of the Flipped Classroom, Collaborative Learning, on Students' Learning of key Marketing Concepts. Journal of University Teaching & Learning Practice, 15(3). https://ro.uow.edu.au/jutlp/vol15/iss3/4

q2 · i? · causal · r1

Correlational analysis of grades in the flipped experimental sections, comparing 'Flipped Total Assessment Grade' and 'Collaborative Marketing Plan Project Grade'. The article reports "correlation was equal to .964" with p-value = .000; the correlation is descriptive, not causal.

"The correlation analysis between these variables indicated that correlation was equal to .964. The result also indicated that the Pearson Correlation Coefficient was statistically significant (p-value = .000)."

Discussion

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